ENGL 123 : English Composition

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Viewing: ENGL 123 : English Composition

Last approved: Sun, 02 Oct 2016 18:03:29 GMT

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Gooding, Stephanie B
goodings@erau.edu
Before or after EV class, or by appointment
6:00 – 10:45 p.m. BST, Thursdays via Eagle Vision, with makeup date for Thanksgiving, 9:00 a.m. -- 1:45 p.m. November 26
Lakenheath
3
2372-OCT-2016 10/17/16-12/18/16
EV/Home

  • John D. Ramage, John C. Bean, and June Johnson. (2014). The Allyn and Bacon Guide to Writing. (7th edition). Pearson/Longman. ISBN: 978-0321914224.
  • Diana Hacker and Nancy Sommers. (2012). A Pocket Style Manual, APA Version. (6th edition). Bedford/St. Martin’s. ISBN: 978-0312568498 Spiral-bound; 978-1457639135 Digital.

  • This course focuses on the principles of using writing for thinking, as well as a tool for expressing ideas. It addresses the composing process, research and documentation, and rhetorical strategies for various audiences and purposes. Students develop their communicative, evaluative, critical thinking, and research writing abilities.
    Qualifying score on the ERAU English Placement Examination or course listed.

    This is a required course in every degree program. It is designed to help students learn to think critically, research ethically, and write clearly and effectively to achieve a variety of purposes.

    1. Respond orally and in writing to evaluate, analyze and critically assess the ideas and meanings of diverse texts.2. Compose reasoned responses to course readings, discussions, and visual prompts, by including a clear, engaging thesis statement and supporting that statement with wellorganized, detailed evidence.3. Make appropriate rhetorical decisions to achieve the purpose of a written work, based on an understanding of ethical issues and underlying assumptions and values in the argument.4. Deepen understanding of a topic by conducting research that leads to a documented paper with appropriate documentation.5. Revise their writings to improve clarity, content, tone, and style, addressing such issues as audience, structure, and voice.6. Edit writing so understanding is not impaired as a result of errors in grammar, mechanics, or sentence structure.7. Demonstrate their understanding of the interdependent relationship of reading, writing and thinking, and reflect on their thinking as part of a larger community of thinkers.

    These are the major assignments in the course and will be the basis for evaluation according to the grading scale shown in the table below.

    Undergraduate Grade Scale

    90 - 100% A
    80 - 89% B
    70 - 79% C
    60 - 69% D
    0 - 60% F

    Graduate Grade Scale

    90 - 100% A
    80 - 89% B
    70 - 79% C
    0 - 69% F
    ActivityPercent of Grade
    Short paper: Posing a Problematic Question02
    Two Descriptions articles and analysis15
    Summary and Response (letter to editor)15
    Informative and Surprising essay15
    Annotated Bibliography10
    Exploratory Research Log and Paper15
    Classical Argument Position paper20
    Final - Reflective Writing Assignment03
    Participation and Contribution05
    Total Weight100%

    This course requires you to write two papers that include research. Detailed instructions for each paper will be provided during the course. All papers submitted for grading in this course may be submitted to turnitin.com - http://www.turnitin.com.


    Assignments and Participation:

     


    Assignments (92%)

     


    Any assignment that is turned in late will be downgraded a letter grade. It will not be accepted after a week.

     


    Microtheme: Posing a Question

     


    This assignment is a short paper in which you pose a problematic question about a photograph and explore possible answers to the question without deciding which is the correct answer.

     


    Two Descriptions Paper

     


    This assignment requires you to describe the same place, but achieve two different responses to your descriptions. It emphasizes the use of sensory details and rhetorical strategies.


    Summary and Strong Response

     


    This assignment requires you to summarize a complex piece of writing and then write a personal response to it. It allows you to practice detecting the rhetorical strategies that the writer uses to attempt to persuade you to her point of view.

     


    The Informative and Surprising Essay

     


    This assignment requires you to write an essay that follows the surprising reversal pattern. You present the common point of view or expected answer to a question and then ‘reverse’ that point of view or answer by providing information that expands the reader’s understanding.

     


    Annotated Bibliography

     


    This assignment requires you to find seven sources on a subject of your choice, accurately document those sources in APA style, and include brief information about and a short evaluation of each source.

     


    Exploratory Research Log and Paper

     


    This assignment spans a two-week period. You choose a topic of interest to you and pose a problematic question about it. Then you do research to examine that topic from a variety of points of view. You keep careful notes about your sources in a research log, and you include thorough notes about how your thinking is being influenced by what you are learning. The paper is a chronological account of your research process, the ‘story’ of your learning. Classical Argument Position Paper

     


    This is the ‘capstone’ assignment for the course. It brings together everything you have learned. It requires you to write a persuasive argument, following the pattern of the classical orators of Greece and Rome.

     


    Your draft must be submitted to Turnitin, a plagiarism detection service integrated in Canvas, so the text of your paper will be checked against Turnitin's comprehensive databases of source material. Your final Classical Argument Position Paper and any of your other coursework may also be submitted to Turnitin or any other anti-plagiarism tool by your instructor.

     


    Final Exam (3%)

     


    The exam is actually a piece of reflective writing. You think back over the course activities and assignments and choose several to discuss in terms of how well or poorly they worked for you in helping you achieve the learning outcomes of the course. Reflecting on what one has learned is a time-honored way of helping to clarify and solidify learning. In addition, a reflective piece of writing will help you recognize your achievements in the course and see where you will still need to work to improve.


    Participation and Involvement (5%)

     


    As a MINIMUM, all students are expected to have read and thought about the information provided in the assigned readings and modules for each class! This is a professional responsibility to yourself and your classmates.

     


     
    Week #TopicLearning OutcomesActivities
    1 The Subject Matter Problem
    The writer’s rhetorical problem/purpose and audience
    Using resources

    1.1 – Introductions
    1.2 – The Bold Truth
    1.3 – Identifying Problems and Asking Questions
    1.4 – Risky Statements
    1.5 – Using Details
    2,3,5,6 Readings: Ch 1,2,3
    Homework Assignments:
    1.1 Introduction
    1.6 – Where to Find It Exercise
    1.7 – Microtheme: Posing a Question
    2 The Rhetorical Problem
    Writers as observers
    Showing vs telling

    2.1 – What Do You See?
    2.3 – Using All Our Senses
    2.4 – How the Brain Sees
    3,7 Readings: Ch 3,5
    Homework Assignments:
    2.2 – Making Rhetorical Choices
    2.5 – Two Descriptions Paper
    3 What You See Depends on Where You Stand

    3.1 – Wallowing in Complexity: A Social Exercise
    3.2 – Reading as a Believer
    3.3 – Reading as a Doubter
    1,2,3,7 Readings: Ch 3,5
    Homework Assignments:
    3.4 – Responding Critically
    3.5 – Summary and Strong Response
    4 Creating Tension

    4.1 – Revision
    4.2 – The Thesis with Tension
    4.3 – Generating a Topic
    4.4 – Points and Particulars (Thesaurus Quiz)

    2,3,5,6 Readings: 8, 17, Part 6
    Homework Assignments:

    4.5 – The Informative and Surprising Essay
    4.6 – Two Descriptions Paper, Revised

    5 The Secret Language of Scholars

    5.1 – References Exercise
    5.2 – In-Text Citation Exercise
    5.3 – Avoiding Plagiarism
    5.4 – An Overview of Evaluation
    4 Readings: See Module 5 for readings from A Pocket Style Manual
    Homework Assignments:
    A Pocket Style Manual
    5.5 – Annotated Bibliography
    5.6 – Summary and Strong Response, Revised
    6 Exploratory Research, Part 1

    6.1 – Choosing a Research Question
    6.2 – Your Starting Point
    6.3 – The Research Log
    6.4 – The Dialectic Process
    6.5 – Preview: Exploratory Research Log and Paper
    6.6 – Preview: Research Progress Report
    1,2,4,7 Readings: Ch 7,12
    Homework Assignments:
    6.7 – The Informative and Surprising Essay, Revised
    7 Exploratory Research, Part 2

    7.1 – Posting Your Research Progress Report
    7.2 – Learning About Sources
    7.3 – Complete Your Research
    7.4 – Research Assignment Questions
    1,2,4,7 Readings: Ch 7,20,21
    Homework Assignments:
    Complete Hunt Library Basic Training
    7.5 – Exploratory Research Log and Paper
    8 Classical Argument Structure
    Step by step construction of an argument

    8.1 – Formulating a Claim and Reasons
    8.5 – Putting it All Together
    8.7 – Preview: Classical Argument Position Paper outline
    1.2,3,4,5,6,7 Readings: Ch 13
    Homework Assignments:
    The Outline
    8.2 – Learning About Evidence
    8.3 – Examining the Power of Unstated Assumptions
    8.4 – Identifying an Objection and Constructing a
    Counterargument
    8.6 – Ethos and Pathos
    9 Classical argument, revisited
    Reflection
    7 Homework:
    9.1 – Classical Argument Position Paper, Draft
    9.2 – Review Instructor Feedback of Draft
    9.3 – Classical Argument Position Paper
    9.4 – Reflective Writing Assignment (Final Exam)
    Writing Style

    Written assignments must be formatted in accordance with the current edition of the Publication Manual of the American Psychological Association (APA) unless otherwise instructed in individual assignments.

    Library

    Located on the Daytona Beach Campus, the Jack R. Hunt Library is the primary library for all students of the Worldwide Campus. The Chief Academic Officer strongly recommends that every faculty member, where appropriate, require all students in his or her classes to access the Hunt Library or a comparable college-level local library for research. The results of this research can be used for class projects such as research papers, group discussion, or individual presentations. Students should feel comfortable with using the resources of the library. 


    Web & Chat: http://huntlibrary.erau.edu
    Email:  library@erau.edu
    Text: (386) 968-8843
    Library Phone:  (386) 226-7656 or (800) 678-9428
    Hourshttp://huntlibrary.erau.edu/about/hours.html
     

    Course Policies

    Embry-Riddle is committed to maintaining and upholding intellectual integrity.  All students, faculty, and staff have obligations to prevent violations of academic integrity and take corrective action when they occur. The adjudication process will include the sanction imposed on students who commit the following academic violations, which may include a failing grade on the assignment, a failing grade for the course, suspension, or dismissal from the University:

    1. Plagiarism:  Presenting as one’s own the ideas, words, or products of another.  Plagiarism includes use of any source to complete academic assignments without proper acknowledgement of the source.  All papers submitted for grading in this course will be submitted to turnitin.com - http://www.turnitin.com/ where the text of the paper is compared against information contained in the safeassign.com database.  Papers submitted will be included in the safeassign.com database and become source documents for the purpose of detecting plagiarism.
    2. Cheating:  A broad term that includes the following:
      1. Giving or receiving help from unauthorized persons or materials during examinations.
      2. The unauthorized communication of examination questions prior to, during, or following administration of the examination.
      3. Collaboration on examinations or assignments expected to be individual work.
      4. Fraud and deceit, that include knowingly furnishing false or misleading information or failing to furnish appropriate information when requested, such as when applying for admission to the University.
    3. APA 6th edition format is the ERAU Worldwide standard for all research projects.

    Eagle Vision Sessions

    It is expected that you attend all Eagle Vision sessions, just as they would in a face-to-face classroom. If there is a problem with your attending one of the sessions, please let me know beforehand.  Be aware that a 4 hour 45 Eagle Session Class cannot be made up by simply viewing the recording afterward as participation is expected in the EV session. Also, be aware that the makeup session for the Thanksgiving holiday will be on November 26 from 9:00 a.m.  - 1:45 p.m BST.

    Late Policy

    All assignments and discussion posts are expected to be handed in or completed on time within the specified deadline. You will always know exactly when assignments are due, and all discussions must be completed by the end of the relevant module. If you know an assignment will be late, due to exceptional circumstances, then you must let me know before the due date, and documentation will usually be required for the assignment not to be penalized. If an assignment is late, it will be docked one full grade for each day late and will receive an “F” after three days.

    Incompletes/Extensions

    Be aware that incompletes or extensions are only granted under the most unusual of circumstances and almost never without some kind of documentation to support the reason a student cannot complete the class on time. Extensions are granted for a maximum of 30 days, but it is up to the instructor whether they are granted at all and for how long. In addition, there must be a clear plan as to how and when the missing work will be submitted. This is in accordance with ERAU policy.

    Grading

    My policy is to grade all assignments within one week of their submission. If, for any reason, I cannot do that, you will receive an email or a course announcement stating when the assignment will be graded. Rubrics will be provided for all assignments, and I adhere closely to those in determining your grade. Rubrics not only guide your process of completing the assignment, but create transparency in the determination of your grade. Every graded assignment will contain the score according to the rubric, and will contain more detailed comments by me regarding that score.
    It is highly recommended that students keep electronic copies of all materials submitted as assignments, discussion posts and emails, until after the end of the term and a final grade is received.

    Other Course Policies

    EagleVision Web-Conferencing Technology


    · The EagleVision App is now required to join sessions. The app eliminates the need to update Java for EagleVision.

    o The current EagleVision App can be downloaded and installed from the EagleVision Site Close and re-open your browser before joining any event (including the Test Event).

    o Those using Chrome will also be prompted to install the Chrome Connector for quicker and smoother joining of sessions.

    o If you are asked to update Java, please click later.


    · If you need help with any part of the EagleVision app upgrade, please contact IT Support.
    · EagleVision setup instructions are here: https://ernie.erau.edu/Departments/informationtechnology/eaglevision/Pages/Setup.aspx
     

    EagleVision Class Policies


    · Students are expected to come to class with the proper required equipment for an EagleVision Home class (headset and camera). Students not in compliance with equipment requirements can be automatically withdrawn at the second class meeting.
    · Students are expected to attend class in a designated area where there are no distractions (TV, children, phones, etc.). All classes are recorded and available for playback; however, the playback feature is not acceptable as a reason to purposely skip class!
    · Text chat is part of the recording, and there is an expectation of academic decorum when
    chatting.
    · Students and faculty using EagleVision Home modality must not use any Embry-Riddle classroom resources. Each student and instructor will use his/her own computer and internet service provider (ISP). Use of wireless routers is prohibited. Your PC or laptop must be hard wired to your ISP.
    · Students enrolled in the home section must attend sessions from home.
    · We want every experience in EagleVision to be a positive one, which is why we provide live virtual testing of equipment, hands-on training, and practical guides to prepare our students for the virtual classroom environment. Every student enrolled in an EagleVision course should watch the tutorials below to prepare for class.
    https://ernie.erau.edu/Departments/informationtechnology/eaglevision/Pages/Students.aspx

    Disability and Special Needs

    ERAU is committed to the success of all students. It is a University policy to provide reasonable accommodations to students with disabilities who qualify for services. If you would like to request accommodations due to a physical, mental, or learning disability, please contact the Worldwide Campus Disability Support Service Office at (888) 292-5727 or via email wwdss@erau.edu or worldwide.disability.support.service@erau.edu

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